1.0 Introduction
Literature in English Programme (LEP) was integrated into the Malaysian School System in the year 1992 to assist in the move to develop a reading culture among Malaysian students. Literature is even introduced into the education system as early as Year Four in the Primary School level. It is one of the on-going efforts to re-establish the importance of English language in the Malaysian schools setting over the past few years. The literature curriculum in the Secondary school consists of a wide range of literary works by Malaysian authors alongside foreign literary works. It is hoped that the variety of literary text will instill in the students the interest towards reading literature while simultaneously provide opportunities for improving the students language proficiency in English.
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The teaching and learning of literature in English in the Malaysian schools as a Second Language (ESL) context has evolved from being a core part of the English language curriculum to a point of near extinction only to re-emerge in the 21st century in a far stronger form. The downturn in the teaching and learning of literature is crucially marked by the change in the medium of instruction in schools from English language to Malay language. Since the 1970's, English language has been taught as a second language in all Malaysian schools, while all other subjects are taught in the Malay language.
Where the teaching of literature is concerned, Edwin (1993) painted a bleak picture indicating how the resultant declining standard of English has caused a sharp drop in the students opting to do literature as an examination subject. In 1990, literature in English was incorporated as part of the English language programme beginning at the lower secondary level to promote English proficiency and the study of literature in general.
One of the main reasons why should a language teacher use literary texts with classes might be that literature offers a bountiful and extremely varied body of written material which is important in the sense that it says something about fundamental human issues, and which is enduring rather than ephemeral. Literature is authentic material. By that we simply mean that most works of literature are not fashioned for the specific purpose of teaching a language. Recent course materials have quite rightly incorporated many authentic samples of language ' for example, travel timetables, city plans, forms, pamphlets, cartoons, advertisements, newspapers or magazine articles. Learners are thus exposed to language that is as genuine and undistorted as can be managed in the classroom context.
Literature is a valuable complement to such materials, especially once the initial survival level has been passed. In reading literary text, students have also to cope with language intended for native speakers and thus they gain additional familiarity with many different linguistic uses, forms and conventions of the written mode: with irony, exposition, argument, narration, and so on. And, although it may not be confined within a specific social network in the same way that a bus ticket or an advertisement might be, literature can none the less incorporate a great deal of cultural information.
For many language learners, the ideal way to deepen their understanding of life in the country where that language is spoken ' a visit or an extended stay ' is just not possible. Some may start learning a language knowing that they are unlikely ever to set foot in an area where it is spoken by the majority of inhabitants. For all such learners, more indirect routes to this form of understanding must be adopted so that they gain an understanding of the way of life of the country: radio programmes, films or videos, newspapers, and, last but not least, literary works.
Reading the literature of a historical period is, after all, one of the ways we have to help us imagine what life was like in that other foreign territory: our own country's past. Literature is perhaps best seen as a complement to other materials used to increase the foreign leaner's insight into the country whose language is being learnt.
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We have said that reading literary works exposes the student to many functions of the written language, but what about other linguistic advantages? Language enrichment is one benefit often sought through literature. While there is little doubt that extensive reading increases a learner's receptive vocabulary and facilities transfer to a more active form of knowledge, it is sometimes objected that literature does not give learners the kind of vocabulary they really need. It may be authentic in the sense already mentioned, but the language of literary works is, on the whole, not typical of the language of daily life, nor it is like the language used in learner's textbooks.
1.1 Background of the Study
Over the last two decades there has been a major change in the Malaysian educational system. The role of English in Malaysia today has changed dramatically from its earlier status as the prestige language of the colonial era and the decades after World War Two. This significant transformation was primarily due to the implementation of the Education Enactment Bill in 1971. 1n accordance with this Bill, the language policy of the Malaysian government has been the replacing of English by the national language (which is Bahasa Malaysia) throughout the public sector including the education system and eventually in the private sector as far as practicable.
As the medium of instruction, the teaching and learning of the national language is aimed at uniting the various races through a common educational system. In line with this objective, Bahasa Malaysia has been made a compulsory subject at all levels and types of school and a pass in this subject is the major pre-requisite for obtaining a pass in public examinations such as the SRP/LCE (Lower Certificate of Education), SPM/MCE (Malaysian Certificate of Education) and SPVM/MCVE (Malaysian Certificate of Vocational Education) examinations. As a result of this initiative, the position of Bahasa Malaysia is now securely established as the language in which virtually all official transactions are conducted.
English language remained as the medium of instruction in secondary schools until 1979. The language conversion programme was completed in 1980 at the Form Five level. Considering its importance, especially in the acquisition of knowledge, English language is retained in the Malaysian Integrated Curriculum for Secondary School (KBSM) and is taught as a subject at all school levels. The present syllabus for the English Language Programme for the Upper Secondary school produced by the Curriculum Development Centre (CDC) aims at:
1) building and extending upon the proficiency of the students from the lower secondary school level so as to equip them with the skills and knowledge of English to communicate in certain everyday activities and certain job situations; and also to provide points of take-off for various post secondary school needs. (1989a: 1 )
2) At the end of this programme, students should be able to:
(i) listen to and understand spoken English in the school and in real life situations;
(ii) speak effectively on a variety of topics;
(iii) read and understand prose and poetry for information and enjoyment; and
(iv) write effectively for different purposes
(source: Curriculum Development Centre (CDC), 1990)
Nevertheless, the language conversion programme has inevitably affected the amount and the quality of English used. Seemingly, the abolition of English as the medium of instruction had been associated with the declining role and importance of English language in education. For the majority of young Malaysians, English could no longer be classified as a second language in the sense commonly understood among applied linguists. The fact that English is taught only as a subject also directly undermines its important role. Inevitably, the students' exposure to the language is only limited to the classroom and its relevance also appears minimal.
Under the present circumstances, English is officially described as a second language. It is the language officially considered second in importance to Bahasa Malaysia, and is regarded as a vital link with the rest of the world. However, it is crucial to note that this position depends upon the fact that it is taught from the first year of primary school. In actual fact, this particular status was purely historical in nature as English was the medium of instruction in many schools and most tertiary institutions until relatively recently.
Since the literature component was introduced in the Malaysian English syllabus in 2002, the government has taken many productive steps to ensure that the English teachers are competent and fit to deliver. Initially, there were many teachers who were having difficulties themselves in understanding the literature component. To overcome the problem, the government introduced literature software and other teaching materials along with the text book, so that students will have a better understanding of the subject matter. The teachers were constantly given training so that they are more confident to teach. Despite of all these actions taken from time to time, yet the teaching and learning process of literature in schools still needs serious consideration.
This study will be focus on Form Two students in a particular rural school to identify the reasons why they show less interest in English literature and what are their major problems in understanding the genres in literature component.
1.2 Significance of the Study
High motivation and positive attitude that ESL students have contribute to their success in learning a second language. As literature is rich linguistic material, it is beneficial to be used as a resource of comprehensible input in the language classrooms. Thus the findings of this study provide insights for English teachers who are teaching the literature component to reflect on whether the approaches that they are implementing in their classrooms are effective and beneficial to their students. Furthermore, the findings of this study will provide information for curriculum developers as to whether the reading materials of the literature component in the syllabus are motivating for the students and whether it caters to the students' needs, and interest. Better selection of components for the English literature such as poems, short stories and novels could be done to make the students avid readers of the English literature.
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Thus, it is hoped that through the findings of this study, teachers are able to cater to the students' needs and interests in learning the English literature component so as to improve on their motivation and shape their attitude positively as these will affect their success in second language learning.
Apart from that, teachers will be able to understand their students' perceptions, motivations and attitudes towards learning literature. Teachers will be able to select a more appropriate method or technique to teach literature in order to make it interesting and fun for the students.
1.3 Statement of Problem
It is not surprising to note that there has been a drastic decline in the study of literature in English, which is optional, in Malaysia over the years although it used to be a relatively popular subject among English medium students during the 1960s and early 1970s. The Malaysian Examination Syndicate recently indicated that in 1988, only 57 schools in Malaysia offered Literature in English to Form Five students, and there were only 355 enrollments (Lembaga Peperiksaan Malaysia 1990). These figures were comparatively lower than the previous years.
Literature has lot to offer ESL and EFL learners. According to Hill (1886), the study of literature begins in delight and ends in wisdom. The psychological and linguistic reasons for teaching literature are: (1) the possibility of internalizing the language and reinforcing points previously learned, (2) a genuine language context and a focal point for the students in their own effort to communicate, (3) the motivation and (4) an introduction to the many different varieties and a range of texts of English (Hill,1986). Due to these reasons, the Ministry of Education has included the literature component in the English language syllabus.
Nonetheless, many students are not motivated in reading (Rosli Talif, 1995), hence, to them literature is burdening. As a result, they felt they are forced to learn the subject and so, they learn the subject just to pass the examination (Pillay, 1998). Many students especially in the rural areas are facing difficulties in learning literature due to the language and cultural barrier (Hill, 1986). Due to their inability to comprehend the text, they are not able to proceed to more cognitively challenging activities. They become passive listeners as they aspect teachers to be the active provider of input during the learning process. Consequently, this leads them to frustration and building of negative attitude towards literature, while the process of learning itself will be demotivating (Hill, 1986).
At present, the issue is whether students are interested in learning English literature. The question that have always been pondered upon are how much literature and reading texts should be included into the curriculum as well as the cultural and linguistic barriers that must be overcome to facilitate a successful second language learning, this study looked into students' perceptions of their motivation and attitude towards learning the English literature component of the KBSM syllabus in schools.
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Students with positive attitudes will spend more effort to learn the language by using strategies such as asking questions, volunteering information and answering questions (Baker, 1993). Fortunately, attitudes do not remain static; they can be changed through the learning process such as by using appropriate materials and teaching techniques.
Attitudes also improve as a result of language learning who learn well will acquire positive attitudes. Students' attitudes towards second language learning can be explained by Spolky's framework (Brown, 2000) shown in figure 1.1
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According to this framework, attitudes are shaped and influenced by the social context such as an individual's home and community. Attitudes in turn, determine the type and amount of learner motivation. Both motivation and personal characteristics influence how an individual makes use of the learning opportunities in formal and informal contexts. The final outcomes are the linguistic proficiency of a learner and also non-linguistic outcomes such as attitudes which might change after the learning process.
1.4 Objective of the Study
The objectives of this study are:
i) To find out rural school students' perceptions towards the learning of the literature component in the English language syllabus
ii) To find out rural school students' motivation towards the learning of the literature component in the English language syllabus
iii) To examine rural school students' attitudes towards the learning of the literature component in the English language syllabus.'
1.5 Research Questions
This study aims to gain a general overview of the problems employed by students in learning the Literature Component in English. The research questions are as follows:
i) What are the problems faced by rural school students in learning the literature component in English?
ii) Why do rural school students encounter such problems in learning the
literature component in English?
iii) What type of activities are preferred by rural school students in learning
the literature component in English?
1.6 Definitions of Terms
Throughout this study, some important terms are used repeatedly and definitions of these terms help to give general understanding on the overall purpose of this study. These definitions are specific for this study only and should not be generalized to other studies in different context.
1.6.1 Literature:
Any text, 'verbal and/ or visual, that offers the possibility for aesthetic reading or viewing and listening (Boomer, 1985; cited in Rosli Talif, 1995).
1.6.2 Literature in ESL:
In the context of ESL, it is more appropriate to exploit literature as a resource rather than as an object of study. Apart from personal development and growth and other literary aims, the use of literature in ESL instruction is to foster a greater interest and involvement and also a more meaningful outcome in language learning activities and exercises. Therefore, depending upon the proficiency level of the students, complete literary works in English, translations, and adaptations or simplified versions of the classics could be considered for this purpose (Rosli Talif, 1995)
1.6.3 Attitudes:
An evaluative reaction to some referent or attitude object, inferred on the basis of the individual's beliefs or opinions about the referent (Gardner, 1985; cited in Chambers, 1999). Attitude is the set of values which a pupil brings to the foreign language learning experience. It is shaped by the pay-offs that he expects; the advantages that he sees in language learning.
The values which a pupil has may be determined by different variables, such as experience of learning the target language, of the target language community, experience of travel, the influence of parents and friends and the attitudes which they may demonstrate and articulate (Chambers, 1999).
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1.6.4 Motivation:
Motivation means that organism behaves the way it does because of four involving aspects which are a goal, an effort, a desire to attain the goal and favourable attitude toward the activity being done (Gardner, 1985; cited in Shaaban, 2002). In other words, motivation means the forces that account for the arousal, selection, direction and continuation of behaviour. In terms of second language learning, it is the emotions and needs which constitute the source of the drive to expend effort to learn a second or foreign language.
1.6.5 Descriptive codes:
A system of words describing something, especially in a detailed, interesting way.
1.6.6 Interpretative codes:
A system of words related to explaining or understanding the meaning of something.
1.6.7 Rural Schools
When defining the term rural, population density and remoteness are essential considerations because these factors strongly influence school organization, availability of resources, and economic and social conditions. Ultimately, the technical definition of a rural school corresponds to our general understanding of rural areas; they are characterised by geographic isolation and small population size.
1.7 Limitations of the Study
This small-scale study was very restricted in its scope and therefore the researcher faced a number of limitations. One such limitation is the small number of respondents in the sampling is comparatively small. The study is limited to five Form Two students of a rural secondary school. The samples chosen are from three different classes considering good, average and weak students. They come from different background as the findings of the research are to identify the nature of the students in specific. However, this study did manage to raise questions on the reasons why rural students in secondary schools within the state of Perak had low attitude, proficiency and awareness level towards the learning of literature in English.
The findings of the research can be applied to rural schools' students in general. The authorities and committees involved in designing the literature syllabus will benefit from the research findings as they can study the outcomes and come up to a general concept in laying out another syllabus which is more user friendly to all students in general and particularly rural students.
Furthermore, this study refers to the current situations, which are still unresolved by the teachers and the Malaysian Ministry of Education. Hence the findings in this study refer to the prevailing situations at the moment, which may not be true in time to come. It may be necessary, then, for another similar study to be carried out at future date if other significant area comes to public scrutiny.
1.8 Conclusion
Chapter One has presented a general introduction and rationale for this study. The problem of the study, which consists of a concise discussion of the background and statement of the problem, has been highlighted. In addition, the purposes, significance, limitations, and the definition of specific terms used in the study have been stated. The chapter has also briefly described the research methodology and instruments used to obtain process and analyse the information. Finally, the format and description of subsequent chapters in this study have also been presented.
The next chapter, chapter two, will focus on the literature review of the various studies done on the topics discussed further in the research. Many interesting and remarkable findings are put forward to look in depth of the research. Specifically relevant arguments, supporting details, weaknesses and positive contributions which are related to literature teaching will be discussed. Approaches, teaching methods, factors influencing the learning of literature and factors affecting the learning of literature have also been discussed in the next chapter.